E-commerce presents a new format for doing business. It creates an efficient, yet complex, system providing potential time and cost savings. The main question is then how a comprehensive strategy is developed to outline the new process. Whether an MNC can successfully develop an e-commerce strategy or not, depends on their understanding of customers within their global environment and the secure transfer of customer information. They must adjust their company operations to concentrate on identifying sources of customer relationship management, such as segmentation, needs and abilities, benefits, values, buying behaviour and trust aspects. Companies need to differentiate their ecommerce approaches from their competition, in order to enable and motivate their transition to an online system. In the case of our methodology, a qualitative, single case study approach of Electrolux Professional Laundry Group was used. Interviews of their customers and sales offices from around Europe determined their understanding and opinions of the closure of warehouses to concentrate on e-commerce within the company. Findings indicate that there is a need to clarify the role of the system, the safety of the customer's information and how it relates to the responsibilities of the sales offices in question. In addition, customers must be carefully researched in order to make the new system congruent with their purchasing preferences and abilities. Once created, a clear model is established to determine their affects on the process of creating a successful e-commerce strategy. Due to the increasing presence of e-commerce amongst competition in Electrolux's industry, the need to develop a detailed e-commerce strategy is crucial. Their products and services are some of the highest-rated in the industry, but their e-commerce system needs to be improved to match the standards of their well-known brand name. Therefore, careful development of their e-commerce operations will require detailed attention to every stage of the strategy process.

This study aims to investigate the effects of the &ldquo / PLEASE&rdquo / (a general paragraph writing strategy ) writing strategy instruction through the Self-Regulated Strategy Development (SRSD) model on descriptive writing of fifth grade English language learners studying in a private primary school in Istanbul. The current study specifically focuses on if instruction on pre-writing planning through the SRSD model results in improvements in students&rsquo / written products, planning behaviors and self-beliefs as writers. For the study, eight fifth grade students participated in a writing club activity offered by the researcher at school. They were taught strategies for planning and drafting descriptive paragraphs, and the procedures for regulating the use of these strategies and the writing process itself. The data collection tools included comparison of students&rsquo / final pieces of writing in terms of overall quality and length, retrospective verbal protocols, individual interviews, and questionnaires all of which were conducted both at the pre-intervention and the post-intervention phases. As a result, the pre-test and the post-test writing scores indicated that each student experienced improvement in terms of overall quality and length of the written products. The strategy training helped students become more aware of the need for pre-writing planning and they started to engage in planning prior to writing in real practice. After the treatment, the students also experienced increased self-confidence.

abstract: High school students with high-incidence disabilities and struggling writers face considerable challenges when taking high-stakes writing assessments designed to examine their suitability for entrance to college. I examined the effectiveness of a writing intervention for improving these students’ performance on a popular college entrance exam, the writing assessment for the ACT. Students were taught a planning and composing strategy for successfully taking this test using the Self-Regulated Strategy Development (SRSD) model. A randomized control trial was conducted where 20 high school students were randomly assigned to a treatment (N = 10) or control (N = 10) condition. Control students received ACT math preparation. SRSD instruction statistically enhanced students’ planning, the quality of their written text (including ideas and analysis, development and support, organization, and language use), the inclusion of argumentative elements in their compositions, and the use of transition words in written text. Limitations of the study, future research, and implications for practice are discussed. / Dissertation/Thesis / Doctoral Dissertation Learning, Literacies and Technologies 2017

This thesis deals with strategy of company development for a company Pharma Future Ltd. Specifically, the extensit of the foreign market. Thesis analyses internal and external aspects company and its environs. Objective is find out position on market and resulting source of competitive advantage. Improvement of current positron in the market is achieved by imlementation suggested strategy.

This thesis describes the design of development company BV computers sro. The work is divided into three main parts - theoretical, analytical and design. The theoretical part focuses on the description of selected analyzes examining internal and external business environment, which will then be applied in the second part of the problem and to the analysis of the current situation. The last part is based on analyzes of compiling a draft development company, which will improve its current competitiveness.

In general education classrooms across the United States, students with Autism spectrum disorder (ASD) learn how to write and cultivate their writing skills. Teachers of students with ASD have the unique responsibility of carrying out effective instruction to all students. However, the growing body of research around evidence-based practices and approaches for students with ASD is limited. Two effective practices that have shown positive statistical significance for students with ASD are the self-regulated strategy development model (SRSD) and the social-emotional learning (SEL) framework. General education instruction faces a research-practice gap because of the widespread lack of strategy instruction and lack of evidence-based practices implemented in the classroom. The purpose was to design an integrated strategy instruction tool with an SEL framework, to provide potentially more feasible and equitable writing instruction for elementary students with ASD in general education classrooms. Therefore, a relationship skills themed expressive writing unit aligned with fifth grade language arts Florida State Standards was developed. Specifically, the researcher integrated the SRSD model into a five-day themed writing unit that teaches mnemonic writing strategies. The writing unit utilizes high-quality, SEL themed children's literature, cooperative learning practices, writing stations, and many formative assessment opportunities. In the future, the researcher's next step is to implement the writing unit in a general education classroom with a substantial ASD population to examine its efficacy and effectiveness. Hopefully, the feasibility of this innovative writing unit will decrease the research-practice gap that general education teachers face.

Students with emotional and behavioral disorders (E/BD) have academic deficits that affect their success in school; however, few researchers have investigated what strategies work best for this population, especially in the area of writing. One promising intervention to support the writing skills of students with and at-risk for E/BD is self-regulated strategy development (SRSD). SRSD is a six-stage, explicit strategy instruction model that includes procedures for goal setting, self-monitoring, self-instruction, and self-reinforcement and can be generalized to a variety of writing tasks. The purpose of this study was to determine the effects of an SRSD persuasive writing intervention on the writing achievement of 44 students in a residential school. Results of a piecewise hierarchical linear modeling growth curve analysis suggest statistically significant gains were made over the course of the intervention in writing (quality, correct word sequences, and essay elements) and academic engagement. Effects also generalized to writing achievement measures. In addition, teachers implemented the intervention with high fidelity, and both students and teachers rated the intervention as socially acceptable, with higher ratings postintervention.

English Language Learners (ELLs) are a growing population within the U.S. school system. In the secondary grades, this diverse group requires instruction to improve not only English language proficiency but also utilization of the academic language register, especially in writing tasks. The present study focused on ELLs in middle school. The aim was to explore the effects of enhanced Self–Regulated Strategy Development (SRSD) writing instruction on the use of complex language, particularly elaborated noun phrases (ENPs) when SRSD was combined with linguistic instruction on increased sentence complexity. As a part of a larger study exploring critical literacy and the persuasive writing instruction of Spanish–English speaking students, this repeated measures design detailed the effects of two six–week instructional periods aimed at teaching 19 ELLs methods for organizing, planning, and constructing persuasive texts (the macr–-structure level), as well as ways of incorporating academic language forms and functions in their writing (the micro–structure level). Within the critical literacy project that involved topics and themes related to immigration, the 19 students produced three texts in English (pre–, mid–, and post–instruction essays). These texts were analyzed for ENP frequency and complexity. Three case studies were also chosen to highlight the variation in ENP outcomes and to discuss additional aspects of persuasive writing at both the macr–- and micro–structure levels. Statistical analysis of group use of ENPs revealed no significant increase in frequency or complexity across essays as simple pre–noun modifications were produced in amounts greater than all other ENP type across all essays. The three case studies revealed that frequency of ENP use generally corresponded to strength of abilities at either the macro–structure level, such as inclusion of more persuasive elements, or the micro–structure level as indicated by increased text length and variety of vocabulary. One implication of these outcomes indicates the need for more in–depth emphasis on the coordination of both the macro– and micro–structure levels in writing instruction studies with ELLs. Other implications pertain to further analysis of classification approaches for designating ENP complexity, and how enhanced understanding of ENP production signals aspects of the academic language register.

Students with emotional and behavioral disorders (E/BD) have academic deficits that affect their success in school; however, few researchers have investigated what strategies work best for this population, especially in the area of writing. One promising intervention to support the writing skills of students with and at-risk for E/BD is self-regulated strategy development (SRSD). SRSD is a six-stage, explicit strategy instruction model that includes procedures for goal setting, self-monitoring, self-instruction, and self-reinforcement and can be generalized to a variety of writing tasks. The purpose of this study was to determine the effects of an SRSD persuasive writing intervention on the writing achievement of 44 students in a residential school. Results of a piecewise hierarchical linear modeling growth curve analysis suggest statistically significant gains were made over the course of the intervention in writing (quality, correct word sequences, and essay elements) and academic engagement. Effects also generalized to writing achievement measures. In addition, teachers implemented the intervention with high fidelity, and both students and teachers rated the intervention as socially acceptable, with higher ratings postintervention.

Purpose – The presented research aims to explain, describe and analyze the process of dynamic strategy development in high growth firms. Accordingly the research seeks to investigate how dynamic strategies are used within high growth firms and how strategic learning affects the process. Design/methodology/approach – The authors presents a review of theoretically relevant studies of high growth related to strategy, and two original studies examining the impact of dynamic strategy on high growth. A theoretical framework for the study of dynamic strategy processes is developed. The study comprehends eight interviews divided over five high growth firms, where high growth is defined by the OECD (2008) standard. Findings – In the study, the researchers finds significant evidence for the active and deliberate use of dynamic strategy in the high growth firms of the study. The implication of strategic learning on the dynamic strategies is found to be substantial. The findings shows that dynamic strategy development are used to a large extent and considered vital for achieving growth within in the high growth firms of the study. Research/theoretical implications/limitations – The findings demonstrate that dynamic strategy development is actively used in high growth phases of the firms studied. This has implications on the extension of previous research, as it shows the actual use of dynamic strategy and further emphasizes the importance of strategic learning within this process. With the important limitation that the study is considered too small to generalize over a larger population, which implies that further research on the subject is needed. Managerial implications – The findings provide guidelines for managers of how to handle strategy development in high growth, however due to the previous limitation this is presented as the way the high growth firms within this study handles this development. The guidelines could be used by anyone in managerial positions, thus increasing the understanding of how high growth firms handle strategy.